The schoolwork engagement inventory Energy, Dedication, and Absorption (EDA) is a measure of students' engagement in schoolwork and has been demonstrated valid in Western student populations. In this study, we adapted this inventory to and tested its psychometric appropriates in Chinese upper secondary school students (CEDA). Participants were 1,527 general high school students and 850 vocational high school students. The mean age of the total sample was 16.21 years (54.4% females, age span 15-19 years). The results of confirmatory factor analyses (CFA) showed that a modified one-factor model fitted the data best. The results of the multigroup CFA showed that the factor structure was metrically invariant across school tracks (i.e., general or vocational high school) and scalarly invariant across gender and school types (i.e., ordinary or key school). Moreover, schoolwork engagement was negatively related to emotional exhaustion and positively related to self-efficacy, perseverance of effort, teacher-student relationships, and life satisfaction. Overall, the CEDA can be regarded as a valid measure for the assessment of student engagement in the Chinese upper secondary school context.The aim of this study was to explore the coping resources of hope and sense of coherence, which are rooted in positive-psychology theory, as potential resilience factors that might reduce the emotional distress experienced by adults from three cultural groups in Israel during the chronic-stress situation of a pandemic. The three cultural groups examined were secular Jews, Ultra-Orthodox Jews, and Arabs. We compared these cultural groups during the second wave of the Covid-19 pandemic, just before the Jewish New Year (mid-September 2020) as a second lockdown was announced. Data were gathered from 248 secular Jews, 243 Ultra-Orthodox Jews, and 203 Arabs, who were 18-70 years old (M = 37.14, SD = 12.62). The participants filled out self-reported questionnaires including the Brief Symptom Inventory as a measure of emotional/psychological distress (i.e., somatization, depression, and anxiety) and questionnaires about sense of coherence and different types of hope (i.e., intrapersonal, interpersonal, and transpersonal) as measures of coping resources and resiliency. Differences were found between the three groups in terms of several variables. The Arab participants reported the highest levels of emotional distress and the lowest levels of interpersonal and transpersonal hope; whereas the Ultra-Orthodox participants revealed the highest levels of sense of coherence and other resilience factors. A structural equation model revealed that, in addition to the sociodemographic factors, only sense of coherence and intrapersonal hope played significant roles in explaining emotional distress, explaining 60% of the reported distress among secular Jews, 41% among Ultra-Orthodox Jews, and 48% among Arabs. We discuss our findings in light of the salutogenic and hope theories. We will also discuss their relevancy to meaning-seeking and self-transcendence theory in the three cultural groups.This study investigates moments in which one participant in an interaction embodies that he is "doing thinking," a display that is commonly referred to as "thinking face. " From an interactional perspective, it is assumed that embodied displays of "doing thinking" are a recurring social practice and serve interactive functions. While previous studies have examined thinking faces primarily in word searches and storytelling, the present study focuses on argumentative activities, in which children engage in processes of joint decision-making. The paper has two interrelated aims. The first aim is to describe how multiple modalities-beyond the face-are temporally coordinated to create multimodal gestalts of "doing thinking." It is shown that thinking displays not only involve dynamic imaginative gaze but also stylized bodily postures. The second aim is to generate knowledge about the functions of thinking displays in children's argumentative activities. The analysis describes how both speakers and recipients use thinking displays in different turn positions and align them with verbal talk or silence. The data for this study comprise video recordings of decision-making processes in groups of older children. Drawing on a multimodal approach to situated interaction, it will be proposed that embodied displays of "doing thinking" provide a resource to shape participation frameworks, mark epistemic stances and create epistemic ecologies for collaborative reasoning. By investigating thinking displays in a particular conversational activity, the study sheds light on the diversity and context-sensitive functionality of thinking displays. It also contributes to recent research on children's collaborative reasoning as an embodied discursive practice.Despite severe amnesia, some studies showed that Alzheimer Disease (AD) patients with moderate to severe dementia keep a consistent, but impoverished representation of themselves, showing preservation of the sense of identity even at severe stages of the illness. Some studies suggest that listening to music can facilitate the reminiscence of autobiographical memories and that stimulating autobiographical memory would be relevant to support the self of these patients. Consequently, we hypothesized that repeated participation to reminiscence workshops, using excerpts of familiar songs as prompts would participate to the enrichment of autobiographical memories, self-representation and sense of identity. We included a group of 20 AD patients with severe dementia residing in nursing homes. Their performances were compared to a control group of 20 matched (age, education, mood) healthy residents living in the same institutions. The experiment was conducted in three phases over a 2-week period. On phase 1, an indivi very similar effects. https://www.selleckchem.com/products/ars-853.html We discuss all of these results with regard to the literature showing the significant impact of repetition on the reactivation of memory traces even in very amnestic AD patients at severe stages of the disease.One puzzling result in training-test paradigms is that effects of reward-associated stimuli on attention are often seen in test but not in training. We focus on one study, where reward-related performance benefits occur in the training and which was discussed contentiously. By using a similar design, we conceptually replicated the results. Moreover, we investigated the underlying mechanisms and processes resulting in these reward-related performance benefits. In two experiments, using search tasks and having participants perform the tasks either with or without individually adjusted time pressure, we disentangled the mechanisms and processes contributing to the reward-related benefits. We found evidence that not only search efficiency is increased with increasing reward, but also that non-search factors contribute to the results. By also investigating response time distributions, we were able to show that reward-related performance effects increased as search time increased in demanding tasks but not in less demanding tasks.